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A Theoretical Model of Transition to Practice for Athletic Trainers.

Authors
  • Kilbourne, Brianne F1
  • Bowman, Thomas G2
  • Barrett, Jessica L3
  • Singe, Stephanie Mazerolle4
  • 1 People Incorporated of Virginia, Abingdon.
  • 2 Department of Athletic Training, University of Lynchburg, VA.
  • 3 Exercise Science and Sport Studies, Springfield College, MA.
  • 4 Department of Kinesiology, Athletic Training Program, University of Connecticut, Storrs.
Type
Published Article
Journal
Journal of athletic training
Publication Date
May 01, 2021
Volume
56
Issue
5
Pages
508–517
Identifiers
DOI: 10.4085/1062-6050-445-19
PMID: 34000017
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

The transition to practice of newly credentialed athletic trainers (ATs) has become an area of focus in the athletic training literature. However, no theoretical model has been developed to describe the phenomenon and drive investigation. To better understand the lived experience of the transition to practice and develop a theoretical model of transition to practice for ATs. Qualitative study. Telephone interviews. Fourteen professional master's athletic training students (7 men, 7 women, age = 25.6 ± 3.7 years, from 9 higher education institutions) in the first year of clinical practice as newly credentialed ATs. Participants completed semistructured phone interviews at 3 timepoints over 12 to 15 months. The first interview was conducted just before graduation, the second 4 to 6 months later, and the third at 10 to 12 months. The interviews were transcribed and analyzed using a grounded theory approach. We developed a theoretical model to explain the causal conditions that triggered transition, how the causal conditions were experienced, the coping strategies used to persist through the first year of practice, and the consequences of those strategies. The model provides a framework for new athletic training clinicians, educators, and employers to better understand the transition process in order to help new clinicians respond by accepting or adapting to their environment or their behaviors. © by the National Athletic Trainers' Association, Inc.

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